Abstract
This mixed-method study explores Saudi EFL teachers’ perspectives on students’ writing competencies and their concerns regarding the writing challenges, particularly in relation to EFL teachers, learners, and textbooks. The study sample consisted of 139 female EFL teachers working in Saudi Arabia. Data was gathered using a questionnaire composed of three sections: demographic information, 15 close-ended items, and three open-ended questions. The findings revealed that Saudi students’ writing skills are poor and fall below expectations. The results mainly showed their lack of vocabulary, grammar, spelling, punctuation, capitalization, transition words, legible handwriting, logical paragraph arrangement, concept flow, and genuine and supportive examples. The first open-ended question results revealed that these EFL teachers highlighted ten issues as negatively impacting the quality of students’ writing. The second open-ended question results showed eleven potential sources of these challenges related to learners. Finally, the results of the third open-ended question revealed six factors focusing on problems associated with textbooks potentially exerting a negative influence on the quality of students’ writing. The study concludes with some practical recommendations and suggestions for further research.
Highlights
Writing is an essential productive skill, equipping learners with skills of communication, interaction, and thinking, as well as fostering their ability to refine their ideas, so increasing knowledge, creativity, and imagination (Alharbi, 2019; Fareed et al, 2016; Mohammad & Hazarika, 2016)
The qualitative data obtained through the three open-ended questions were categorized and summarized based on the frequencies and percentages of teachers’ responses regarding their perspectives on Saudi students’ text writing challenges related to the teachers, students, and textbooks. 5.1 Results of EFL Teachers’ Perspectives on Saudi Students’ Writing Competencies To answer the first research question, (“What are the Saudi EFL teachers’ perspectives on students’ writing competencies?), the participants were asked to rate their responses to their views about anxiety attributed to structuring paragraphs on a 1-5 scale
The analysis of the first open-ended question revealed that EFL teachers identified ten issues potentially impacting negatively on the quality of students’ writing: (1) their own lack of writing proficiency; (2) insufficient in-class time; (3) inappropriate teaching strategies; (4) lack of constructive feedback; (5) inability to deal with writing difficulties; (6) insufficient challenges for students; (7) too much attention focused on other skills (8) insufficient vocabulary; (9) a lack of interest in teaching writing; and (10) high expectations of students
Summary
Writing is an essential productive skill, equipping learners with skills of communication, interaction, and thinking, as well as fostering their ability to refine their ideas, so increasing knowledge, creativity, and imagination (Alharbi, 2019; Fareed et al, 2016; Mohammad & Hazarika, 2016). The analysis revealed the main problems as: (a) insufficient language ability (i.e., vocabulary, grammar, and syntax); (b) a lack of ideas; (c) writing anxiety; (d) reliance on L1; and (e) deficient structural organization These were attributed to factors including: (1) large classrooms; (2) untrained teachers; (3) inappropriate teaching methods and examination systems; (4) low motivation; (5) limited ideas; and (6) a lack of practice in reading and writing skills. In summary: the studies discussed above have identified four significant challenges facing EFL students in writing classes: firstly, linguistic (i.e., issues concerning grammar, vocabulary, spelling, style, and syntax); secondly, pedagogical (i.e., inappropriate teaching methods, materials, activities, assessment techniques, feedback, classroom facilities and allocated time); thirdly, sociolinguistic (i.e., L1 interference and attitudes); and fourthly, psychological challenges (i.e., lack of motivation and self-confidence)
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